Transcript GHSGT ELA Cram Session

Taken from Burke County High School
Types of Literature
The two main
types of
literature on
this test are
prose and
poetry.
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
Prose: consists of a story
written in sentences and
paragraphs that come from the
author’s own imagination.
Poetry is set up in groups of
lines called stanzas which have
a certain rhythm or beat as you
read them. Poetry also
contains vivid images in very
compact language.
CHARACTER
A person(s), animal, or natural force appearing
in a literary work.
PROTAGONIST
The main character or hero of a short story.
ANTAGONIST
A rival or opponent of the hero.
Setting
When and where a story takes place
Point of View
The vantage point from which the story is told–
the relationship of the narrator to the story.
Conflict
The struggle between different forces in a story
Plot
The sequence of events in a story that leads to the
resolution
Climax
Exposition
Resolution
Narrative Hook/Conflict Introduced
First-person is told by a character who uses the
first-person pronoun “I”.
Third-person (Limited or Omniscient) is the
point of view where the narrator uses thirdperson pronouns such as “he” and “she” to
refer to the characters.
LIMITED: this perspective is
distinct from the omniscient mode
in that the reader experiences the
story through the senses and
thoughts of just one character.
OMNISCIENT: this perspective is
told from the point of view of a
storyteller who plays no part in the
story but knows all the facts,
including the characters' thoughts.

The struggle
between
different
forces in a
story.
Internal conflict is a mental or
emotional struggle that occurs
within a character
(Man vs. Himself)
External conflict is a struggle that
occurs between a character and
outside forces, which could be
another character or the
environment.
(Man vs. Man, Society, Nature, etc)
Verbal irony is when a speaker says one thing but
means another, or when a literal meaning is contrary
to its intended effect. An example of this is sarcasm.
 Dramatic irony is when words and actions possess a
significance that the listener or audience understands,
but the speaker or character does not.
 Situational irony is when the result of an action is
contrary to the desired or expected effect . . . what you
expect to happen does not come to pass.

Tone is a reflection of a writer’s or speaker’s
attitude toward a subject of a poem, story, or
other literary work.
Tone may be communicated through words
and details that express particular emotions
and that evoke and emotional response from
the reader.
For example, word choice or phrasing may seem to convey
respect, anger, lightheartedness, or sarcasm.
Flashback is action that
interrupts to show an
event that happened
at an earlier time
which is necessary to
better understanding.
Often flashbacks are
presented as a
memory of the
narrator or of another
character.
Foreshadowing is the
use of hints or clues to
suggest what will happen
later in literature. Writers
use foreshadowing to
build their readers’
expectations and to
create suspense. This is
used to help readers
prepare for what is to
come.
Theme is the general idea or insight about
life that a writer wishes to express—
sometimes referred to “a life lesson.” All of
the elements of literary terms contribute to
theme. A simple theme can often be stated in
a single sentence.
Poetry consists of imagery, rhythm and rhyme, and figures of speech.
LYRIC:
An emotional writing focusing on thought and
emotion - can consist of a song-like quality.
Subdivisions include elegy, ode and sonnet.
Lyric poetry does not attempt to tell a story.

Elegy
Ode
Sonnet
An elegy is a
mournful,
melancholic or
plaintive poem,
especially a
funeral song or a
lament for the
dead.
An ode is a serious
poem of a
meditative nature
written for a
specific occasion
or on a particular
subject. They are
often very formal
with elevated
language.
A fourteen-line
poem usually
having
conventional
rhyme schemes
and specific
structure.
NARRATIVE
A poem which tells a story. Includes the
subdivision epic, a long story which tells of the
heroic ideals of a particular society, and ballad,
which generally tell of an event of interest such
as a crime. Ballads were originally intended to
be sung while dancing.

Epics
Epics are long, complicated story-poems. They
tell of extraordinary deeds by supernatural
heroes and villains.

Ballads
Ballads are part of the oral tradition and tella story
through song. Their subjects can be heroic,
satirical, romantic, or political. They focus on the
actions and dialogue of a story—not the
characters.

DRAMATIC
Any drama written in verse which is meant to
be spoken, usually to tell a story or portray a
situation. The majority of dramatic poetry is
written in blank verse.


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Imagery is words or phrases that recreate an
experience of a feeling. It usually appeals to
one or more of the five senses—sight, sound,
smell, taste, or touch.
Rhythm is a pattern of sound you hear as the
poetry is spoken or read.
Rhyme refers to the repetition of sounds or
words within lines (internal rhyme) or at the
end of lines (end rhyme).


The most common rhythm in English poetry.
Consists of a line ten syllables long that is
accented on every second beat.

Blank verse is written in unrhymed iambic
pentameter. Whereas, free verse (sometimes
referred to free form) is not written in iambic
pentameter.
Blank Verse
Free Verse
Practitioners include Christopher
Marlowe and William Shakespeare
Practitioners include
Walt Whitman and TS Eliot

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
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
Couplet
Triplet
Quatrain
Quintet
Sestet
Septet
Octave
=
=
=
=
=
=
=
a two line stanza
a three line stanza
a four line stanza
a five line stanza
a six line stanza
a seven line stanza
an eight line stanza
Figures of Speech are images that depart from
standard wording to achieve a special
meaning of effect.



Assonance is the repetition of vowel-sounds
within non-rhyming words.
Consonance is the repetition of consonant
sounds within words.
Alliteration is the repetition of same sounds
at the start of words.
There is an example of all three of these terms in one line of the poem, “The Raven,”
written by Edgar Allan Poe:
And the silken sad uncertain rustling of each purple curtain
Assonance is the repetition of the ur sound in "purple" and "curtain.“
Consonance is the repetition of the s sound within "uncertain" and "rustling.“
Alliteration is the repetition of the s sound at the start of "silken" and "sad.”

Hyperbole is exaggeration or overstatement.

Example:
I'm so hungry I could eat a horse.
He's as big as a house.
Simile is the
comparison of two
unlike things using
like or as.
Example:
He eats like a pig.
Vines like golden
prisons.
Metaphor is the
comparison of two
unlike things using
the verb "to be" and
not using like or as as
in a simile.
Example:
He is a pig.

Onomatopoeia is a
word that imitates
the sound it
represents.

Example:
splash, wow, gush,
kerplunk

Personification is
giving human
characteristics to
something nonhuman.

Example:
smiling moon

Oxymoron is a combination of contradictory
or opposite words.

Examples:
“pretty ugly”
“jumbo shrimp”
“legally drunk”

Paradox is a statement that at first appears
false but in reality is true.
Example:
“Tis better to have loved and lost than never to
have loved at all.”

Understanding the Literary Periods
Native American (30,000BC-1730AD):
 Characteristics—focus on the common origin
of all things, tribal traditions and rituals,
respect for all nature.
 Types of literature—mostly oral, some
written, consisting of ceremonial songs and
prayers, historical narratives, and poems.
Puritan/Colonial (1620-1730):
 Characteristics—focus on predestination,
plainness in all things.
 Types of literature—sermons, diaries, journals,
narratives, and poetry; fiction or drama was
forbidden.
Revolutionary (1750-1800):
 Characteristics—high regard for reasoning
and scientific observation; strong belief in
human progress; freedom from restrictive
laws and government; moderation and selfcontrol in all things; stress on elegant, ornate
style of writing.
 Types of literature—political writings,
almanacs, speeches, essays, and some
poetry.
Romantic (1800-1840):
 Characteristics—high regard for inner feelings
and emotions; focus on the individual;
reverence for the imagination; use of
language of the common people.
 Types of literature—poetry, novels, short
stories, sketches, and folklore.
Transcendentalism & Anti-Transcendentalism
(1840-1860):
 Characteristics—(T) reverence for nature;
happiness comes from individualism and selfreliance; (AT) critical of optimistic views;
human nature a mixture of good and evil.
 Types of literature—essays, novels, short
stories, and poetry.
Realism & Naturalism (1855-1918):
 Characteristics—(R) expression of life as it is
actually lived; factual description of ordinary
characters and events; regionalism or local color;
focus on dialect, customs, and characters of a
particular region; (N) heredity, environment, and
economics determine one’s destiny; nature as a
brutal force; influence of scientific method.
 Types of literature—stories, novels, poetry, travel
books, songs, and spirituals.
Modern Age (1918-present):
 Characteristics—opposition to dehumanizing
trends in modern life; short stories with a
more open form that stress mood and
character rather than plot; loss of idealism
due to war; experimental forms of poetry-free verse, imagism, and confessional poetry;
rise in African-American heritage, culture,
and concerns.
Literal & Inferential Understanding; Writer’s Purpose & Pattern


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Literal understanding refers to information that
is directly stated in a passage.
A main idea is the basic topic of a passage. It is
often stated directly at the beginning of a
passage. Sometimes it can be stated at the end,
and, occasionally, it may not be stated at all.
A supporting detail expands or clarifies the main
idea of a passage. Since the supporting details
develop the main idea, there are usually several.
They may explain the main idea by cause-effect
examples, sequence, or comparing and
contrasting.


Inferential understanding is information not
directly stated in a passage. You may be asked to
make various types of inferences—reading
between the lines, an educated guess—about a
passage.
These inferences will take the form of (1) implied
main idea—main idea that is not stated directly;
(2) conclusion—forming a judgment or opinion
based on what is stated; or (3) prediction—
applying information from a passage to a new
situation.

Propaganda is information that tries to falsely
influence your opinions or feelings. It is found
in television commercials, newspaper ads and
editorials, political speeches, and everyday
conversations too.
Continue for examples . . .
Propaganda:
Testimonials
(1) testimonials—
a commonly used
technique in
which famous
persons endorse a
product even
though they may
not be qualified
experts.

Example(s):
Michael Jordan eats Wheaties.
Sarah Jessica Parker states in a
commercial that Preference hair
color has better conditioners.
Propaganda:
Plain Folks
(2) plain folks—a
technique which
persuades us to
think or act a
certain way
because other
people are doing
the same thing.

Example(s):
Everyone is having sex before
marriage so it must be OK.
The cool kids wear Polo and
Tommy Hilifiger.
Propaganda:
Transfer
(3) transfer—a
technique in
which we connect
our feelings about
something to
another unrelated
thing (often
symbols like flags,
respected leaders,
or historical
figures are used).

Example(s):
The Statue of Liberty represents
Liberty Insurance so people will
respect the company’s products.
A political candidate gives a speech
with the American flag in the
background so people will trust in
what he is saying.
Propaganda:
Snob Appeal
(4) snob appeal—
a high social
status is the
reward for
thinking or acting
a certain way.

Example(s):
Uncommon, unusual, unlike the
rest – Avanti!
The height of fashion is a Coach
purse.
Propaganda:
Glittering Generality
(5) glittering
generality—a
general claim with
no proof to
support it.

Example(s):
New, improved Speed Hair Spray!
Vote for a future of progress and
prosperity.
Purpose refers
to why an author
writes. Readers
can better
understand
written material
when they can
determine the
reason an author
writes.

Four common purposes for writing
are: (1) narrative—tells a story
through a series of unrelated events;
(2) description—recreates a person,
place, or thing through words that
appeal to the five senses; (3)
expository—presents information
about a topic, usually through facts
or examples; and (4) persuasion—
urges an audience to do something
or accept an opinion.
Type of Writing
Examples
Narration “The Time I Wrecked my New Car”
“Falling in Love for the First Time”
Description “The Beach at Sunset”
“My Grandmother’s Hands”
Exposition “Tips for Conserving Water at Home”
“How to Change a Tire”
Persuasion “Homeless People Need Homes!”
Why We Should Raise the Minimum Wage!”

common patterns writers use are: (1)
Pattern means Four
climactic—sometimes this pattern is called
how a writer order of importance because the writer
organizes the starts with the least important details and
details of a ends with the most important details to
passage. These make a point; (2) comparison/contrast—
details will shows similarities or differences between
follow a certain two ideas or things; (3) cause-effect—cause
pattern in refers to the reason for an action whereas
effect is the result of an action; and (4)
explaining the subordination—helps us see the logical
main idea. relationship between facts by using
transitions.
Least
Important
Most
Important
Most
Important
Least
Important
Examples:
Ranking Household Expenses
Most/Least Favorite Class
Key Words:
 First
 Second
 Third
 Finally
 Also
in addition
next
then
most of all
worst of all
Alike
Different
Comparison
Contrast
Alike
Differ
Compare
Contrast
Similar
Unlike
Same
On the other hand
Equally
But
Resembles
However
Examples:
How My Mom and Dad are Alike (Comparison)
How My Mom and Dad are Different (Contrast)
Effect
Cause
Effect
Effect
Cause
Effect
Reason
Result
Because
Affect
Source
Consequence
Basis
Outcome
Effect
Examples:
Why Earthquakes Happen
How Earthquakes Affect California

Key Words for Subordination
Subordination
so
if
because
helps us see after
since
unless
which
logical as
whereas
though
although
relationships before
that
while
until
between when
facts; the
relationship is Examples:
made clearer  Before we left for vacation, we asked
by out neighbors to watch the house.
subordinating  Americans want to lower taxes so that
one idea to more of us can pay our bills.
another.  If you pass the final, you will pass your
English class.
Logic refers to reasoning writers use to communicate their ideas.
Unfortunately, writers can sometimes make errors in reasoning or fallacies.
Certain questions
on sequence will
ask you to
organize a group
of sentences
into a logical
sequence of
events. These
events would then
lead to a final
concluding
sentence.
Example:
Organize the following sentences into a sequence of
events that will lead to this conclusion: All the animals
sought refuge from the fury of the storm.
1.
2.
3.
4.
The pines swayed and branches feel from trees.
There was a sudden calm and the air was heavy.
Black, ominous clouds gathered overhead.
Birds screeched and dogs barked as the wind
intensified.
A. 3, 2, 4, 1
B. 2, 3, 4, 1
C. 2, 3, 1, 4
D. 3, 1, 2, 4
Since a storm usually begins quietly and then picks up
strength, the best answer is B.
A generalization is
a statement
that
summarizes or
ties together
information in a
passage. It may
be stated
directly or it
may be
inferred from
evidence in the
passage.
Example:
Which of the following statements is the best generalization
about this passage?
The blood carries oxygen from the lungs to each
cell in the body. In addition, the blood carries carbon dioxide
from the cells to the lings where it is expelled as a waste
product. Nutrients like protein and glucose depend on the
blood for their dispersal throughout the body.
1.
2.
3.
4.
The blood serves many functions in the body
Protein and glucose provide food for the blood.
No one can survive without a plentiful supply of blood.
The blood provides oxygen to every cell in the body.
Based on the evidence in the passage, the best answer is A.
This generalization summaries what the passage is about.
Not questions
require you to
find irrelevant
statements in
a selection.
These
irrelevant
statements are
examples,
facts, or ideas
not mentioned
in a passage.
Types of NOT Questions:
 Which statement would not be useful for establishing a new
community center?
 Which sentence is irrelevant to the persuasive purpose of
the writer?
 The American literary movement least influenced by the
Industrial Revolution was…
 All of the following statements are necessary for supporting
this argument except…
 Which statement is not an example of fallacious (erroneous)
reasoning?
Tips for Answering “Not” Questions
1. Read the question two or three times, eliminating
statements that are relevant.
2. The one that is left is your irrelevant statement.
3. Always verify your answer by going back through the
passage.
An argument
is a method
of logic or
reasoning.
The writer
uses reasons
to support a
claim or
assertion
about a
topic or
issue.
Tips for Analyzing an Argument
1. Identify the assertion or claim of the argument.
Usually it is the first sentence of the passage. In
some kinds or argument, it may appear at the
end as the conclusion. Occasionally, you will
have to arrive at your own conclusion based on
the evidence.
2. Decide whether each reason supports the
claim. Some reasons will strongly support the
claim –they will be logical and relevant to the
argument. However, other reasons may be
weak and irrelevant to the argument, providing
little support for the assertion or claim.



Logical fallacies are errors in reasoning. They
reveal unclear thinking that weakens an
argument.
Sharp readers should be able to spot fallacies.
The four most common fallacies are (1) hasty
generalizations, (2) false analogies, (3)
circular reasoning, and (4) personal attacks.
Hasty Generalizations – making an inference
or judgment based on insufficient evidence.
Example:
You arrive to your English class. No one is there, so you
decide the class has been cancelled.
This judgment is based on too little evidence. The class could
be on a field trip, in another room, at a special assembly, etc.
False Analogy – a misleading comparison
between two ideas that are not alike in all aspects.
Example:
High school students got along without cars in the 1940’s;
therefore, they can get along without cars today as well.
Although there are high school students in both time periods,
circumstances are different today. Cars are plentiful, more
affordable, and, in most cases, a necessity because of greater
distances between home, school, and work.
Circular reasoning – part of a point is used as
evidence to support it. This is also called “begging
the question”.
Example:
Cheating on exams is wrong because looking at someone
else’s test is bad.
No real reasons for cheating are given; the statement merely
repeats itself.
Personal Attacks – attacking a person’s life
rather than his or her ideas.
Example:
Carla is always joking with her friends, so how could she run
for student council president?!
Carla’s sense of humor has little connection with how she
would lead students. In fact, it could turn into an asset.
Research

Some of the questions on the test will test
your ability to locate specific information
found in features of printed materials.
Reference Materials
Table of contents
Preface
Introduction
Titles and subtitles
Glossary
Index
Bibliography
Dictionary
Appendix
Encyclopedia
Almanac
Pay close
attention
to the
endings of
web
addresses.

When you are looking at websites, it is useful have an
understanding of implications of the common suffixes
used in the addresses for websites (called URLs). Some
suffixes give a clue about the nature of the organization
which owns the website.
.com
Commercial site; usually selling something
.net
Network
.org
Non-profit organization
.gov
Local or National Government
.edu
Educational site
AUTOBIOGRAPHY
A non-fictional account of a person's life--usually a celebrity, an
important historical figure, or a writer--written by that actual
person.
BIOGRAPHY
A non-fictional account of a person's life written by someone
other than who is being highlighted.
Primary Sources
Secondary Sources
Original article or book created by a
person or group of people
Sources that are written about
primary sources
Examples include letters, short
stories, poems, novels, plays,
speeches, films, etc.
Examples include journal articles,
periodicals, encyclopedias,
dictionaries, essays, reviews, etc.
William Shakepeare’s play
Rachel Moore’s essay entitled
“Courtly Love in William
Shakespeare’s Romeo and Juliet”
Romeo and Juliet
Direct Quotes
• Copying the information verbatim (word for word)
• Using quotation marks to identify what has been copied
• Providing a source citation
Paraphrasing
• Putting the information in your own words
• Shortening the material by condensing it (accurately detail the main idea
and supporting details)
• Providing a source citation
Summarizing
• Putting the information in your own words
• Shortening the material by condensing it; only providing an overview
(omit the details & express only the most important details)
• Providing a source citation


A fact is a true statement that can be proven
through observations, research, or statistics.
An opinion is a statement of judgment or
personal belief. It may or may not be true.
Adjectives or the word “I” is often used.
Fact
Opinion
Before he became president of the
United States, Ronald Reagan was
governor of California.
I think Ronald Reagan was a great
president of the United States.
Problem solving is a technique used to arrive at a solution to some
difficulty.
Brainstorming
Generating ideas, often with others, to find new
ways of solving a problem. Example: Discussing
ways to build racial understanding.
Creating Metaphors
Solving a problem by connecting it to a similar
problem. Example: Visiting a recycling center in Macon
to learn how to recycle waste in Waynesboro.
Constructing Models
Creating a chart or design to solve a problem.
Example: Making a drawing of the new auditorium for a
high school.
Role Playing
Solving a problem by acting it out. Example:
Rehearsing an upcoming job interview with a friend so
you’ll know what to expect.
Analogy
Finding pairs of words that are related in some
way to a first pair of words. Both sets of words are
separated by a double colon. Example:
writer : pen :: painter : brush
Remember: The first two words in an analogy are related to each
other in some way. You have to figure out what the relationship
is. Then look for a similar relationship in one of your choices.
Common Types of
Analogies
1. Cause – effect
2. Size
3. Shape
4. Time
5. Similarities
6. Opposites
7. Part to a whole
8. Purpose or use
9. Object to an action
10. Worker & tool
cut : pain
whale : mouse
balloon : sphere
Sunday : Monday
faith : belief
day : night
branch : tree
hammer : nail
football : kick
farmer : plow


The English we use may be appropriate in
one situation but not in another.
On the test, you may be asked specific
questions about language; make sure you can
distinguish between (1) slang, (2) colloquial
language, (3) inappropriate English, and (4)
Standard American English.
Slang
Informal language that enjoys brief popularity then
generally becomes obsolete. Examples: crib, dis, sike, yo’
mama, word, peace, my bad, etc.
Colloquial English
Words that are appropriate in dialogue and informal
writing but inappropriate in formal writing
[contractions, short words, or clichés]. Examples: You
bet I’ll be there! He’s in so deep there’s no way out! The apple
never falls far from the tree.
Inappropriate English Contains grammar and usage that do not follow the
standard rules for English. Example: I done really bad on
that test yesterday! Ain’t no way I’m gonna pass that class.
Standard American
English
English most widely accepted in the United States; it is
the language of educated people. Example: I preformed
really badly on yesterday’s test. Now there is no way I can pass
the class.
Grammar rules state that the subject of a sentence MUST agree with the
corresponding verb of the sentence. The subject is the word performing the
action (verb).
The number of the verb is not affected by material that comes between the
verb and subject. Determine the real subject of the verb; watch out for
intervening words that might mislead you. Remember that the number of the
verb is not altered when other nouns are attached to the subject by means of
prepositions such as in addition to, together with, as well as, with, along with.
Remember also that indefinite pronoun subjects like either, neither, each, one,
everyone, no one, somebody take singular verbs.
Examples:
Immediate settlement of these problems is vital.
The cost of replacing the asbestos shingles with cedar shakes was considerable.
Mr. Shelton, together with several other division heads, has left.
A pronoun is a word that substitutes for a noun or another pronoun.
The word for which a pronoun stands is called its antecedent.
Examples:
I called Harry, but he didn’t answer.
[He substitutes for Harry. Harry is the antecedent of he.]
I will wash my car tomorrow.
One of my friends is painting his house.
To use pronouns effectively and without confusing your reader,
you must follow two basic principles: (1) You must establish a
clear, easily identified relationship between a pronoun and its
antecedent, and (2) You must make the pronoun and its antecedent
agree in person, number, and gender.
offers signals showing the reader where ideas
separate and where they blend together.
Punctuation may signal contrasting elements or
complimentary ones.
END PUNCTUATION
End punctuation signals
when a sentence is
complete. It also signals
the type of sentence:
statement, with period (.);
question, with question
mark (?); or exclamation,
with an exclamation point
(!).
Examples:
1. When a tree falls in the woods, it may
land in the creek with a splash.
2. If a tree falls in the woods onto a
moss bed, does it make a noise?
3. When that tree fell in the woods onto
my car, it made a huge noise!
COMMAS
Examples:
The use of commas is
varied and valuable.
Some comma
functions are as
follows: signaling
restatement;
separating two
independent clauses
when paired with a
conjunction; or setting
off direct address; and
separating simple
series items.
1. Plato, one of the creators of philosophical
thought, developed the image of reality as
shadows on a cave wall.
2. Plato and Aristotle were philosophers in the
same age, and they motivated each other to
achieving ever greater insights.
3. The philosophy of the “winner takes all” in
reality programs seems insane to me, Alexis.
4. Speaking of Plato’s reality as shadows on a wall,
its banality is proven by reality shows like
“Survivor,” “The Apprentice,” and “I Want to be
a Hilton.”
SEMI COLONS
Semi-colons signal
stronger pause
than commas but
are used in similar
situations. They
are used to
separate
independent
clauses (without
conjunctions), and
they separate
complex items in a
series.
Examples:
1. Ms. Flores said that it was a philosopher
who first asked that if a tree falls in the
woods does it make a sound if no one is
there to hear; this kind of unsolvable
question can be used as an ice breaker for
people who are getting acquainted.
2. The membership of our philosophy club
may surprise most people as it includes
Troy Birch, a start basketball player; Jason
Simpson, the high dive champion; and
Penelope Weaver, our top tennis ace.
COLONS
A colon is a definite
break in the flow of
a text. Some
textual uses include
signaling new
information to be
added or attaching a
list of items to the
sentence.
Examples:
1. It is said that History repeats itself: at
least if it is not remembered and the
lessons are not learned.
2. Spanish-born George Santayana
wrote on many topics such as the
following: life/death,
individuality/society, and
knowledge/faith.
Let’s apply what you’ve learned . . . .
Answer: C. Does the water in this community meet health
and safety standards?
Answer: D. Please consider supporting the band,
which is vital to our school.
Answer: A. Pat has the best grades in the school.
Answer: D. Puritans
Answer: C. Read Thoreau’s Walden
Answer: A. American “ex patriots” who disappeared in
Europe
Answer: D – No correction is needed.
Answer: D. All of the above
Answer: C. Women
Answer: A/B. To Inform/persuade
Answer: A. A novel by the author, an interview with the
author, and a letter written to the author
Answer: B. Paraphrasing
Answer: A. A direct quote
Answer: C. How did Henry David Thoreau’s friendships
influence his writing?
Answer: B. A textbook
Answer: B. Let’s go through the tunnel, around the park, and down
Melcher Street to get home.
Answer: C. Was
Answer: B. Bandwagon
Answer: D. An ellipses
Answer: B. Simile
Answer: A. Dialect
Answer: D - Romanticism
Answer: A – Transcendentalism
Answer: D - Third person omniscient point of view
Answer: A - Realism
Answer: D – role-playing
Answer: D – Business Writing
Answer: B – They’re
Answer: D - improve
Answer: D – guys/is Corrected – guys/are
Answer: C – It’s - (It is) going to rain.
Answer: B – First-person
Answer: A - Realism
Answer: C - Sermons
Answer: D – Oral Tradition
Answer: C - Client
Answer: B – Harlem Renaissance
Answer: C - Dialect
Answer: C - inform
Answer: D
Answer: D
Answer: C
The following resources were used in the creation of this PowerPoint:
1. AMC’s Passing the Georgia High School Graduation Test in English Language Arts
(2007).
2. CPC’s Passing the Georgia High School Graduation Test in Mathematics, Writing,
and English Language Arts (1995).
3. Miscellaneous Internet sites.